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Koh, Elizabeth
Preferred name
Koh, Elizabeth
Email
elizabeth.koh@nie.edu.sg
Department
Office of Education Research (OER)
ORCID
59 results
Now showing 1 - 10 of 59
- PublicationRestrictedCurriculum perspectives and leadership in innovations for the nurturing of 21st century learners(Office of Education Research, National Institute of Education, Singapore, 2020)
; ; ; 306 5 - PublicationOpen AccessLocal evidence synthesis on teaching & learning of 21st century competencies(Office of Education Research, National Institute of Education, Singapore, 2020)
; ; de Roock, Roberto621 712 - PublicationOpen AccessIdentifying teamwork indicators in an online collaborative problem-solving task: A text-mining approach(2018)
365 250 - PublicationOpen AccessDeveloping my groupwork buddy for geography (MGBGeo)(National Institute of Education (Singapore), 2021)
; ; 142 128 - PublicationOpen AccessDeveloping professional competency in a CSCL environment for teamwork: Two TPACK case studies of teachers as co-designers(2017-03)
; Hong, HelenTeachers play an important role as co-designers in the development of learning interventions in blended CSCL environments. However, when new pedagogy and technology are introduced, it may not be easy for teachers to thrive in such complex environments. It is therefore important to identify key knowledge bases required for teachers to teach effectively in new CSCL environments. Using the lens of Technological Pedagogical Content Knowledge (TPACK), the paper will examine two case studies of teachers who co-designed a CSCL tool for teamwork with a research team and implemented it in their classrooms. The paper reveals the interacting components of technology, pedagogy and content knowledge, and highlights strengths as well as growth areas for the teachers’ further professional development. Through identifying and then building these knowledge layers, teachers will be able to harness tools and co-design proficiently and successfully in technological environments.212 213 - PublicationMetadata onlyRevolutionizing word clouds for teaching and learning with generative artificial intelligence: Cases from China and Singapore(Institute of Electrical and Electronics Engineers, 2024)
; ; Wang, HongyeGenerative artificial intelligence (AI) has the potential to revolutionize teaching and learning applications. This article examines the word cloud, a toolkit often used to scaffold teaching and learning for reflection, critical thinking, and content learning. Addressing the issues in traditional word clouds, semantic word clouds have been developed but they are technically challenging to develop and still problematic. However, generative AI has the potential to develop efficient, accurate, creative, and accessible word clouds. Three different methods representing three major approaches of word cloud generation were developed, implemented, and user evaluated—traditional (baseline), semantic (natural language processing enhanced), and generative AI (generative pretrained transformer based)—in two different language contexts—Chinese (China case) and English (Singapore case). The findings of the study show the technical robustness of the methods, as well as provide key pedagogical insights from the user perspective of instructors of higher education courses in China and Singapore. Implications to the design of word clouds and their application in teaching and learning are discussed.46 - PublicationOpen AccessValue and challenges in using a collaborative critical reading and learning analytics system: A cross-case analysis of two high schools(International Society of the Learning Sciences, Inc., 2023)
; ; ; Tan, Jennifer Pei-LingWiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new to the intervention design. We report on a cross-case analysis of the two schools, focusing on perceived ease of use and usefulness for learning, and reflect on the value and challenges of enacting WiREAD+ across schools of varying prior experience. Drawing from the findings of this cross-case analysis, we consider how we can support the wider adoption and deployment of the system across schools and settings by highlighting obstacles that new participants who might trial such new learning analytics systems might face.20 437 - PublicationOpen AccessBlended learning environments to support teacher professional development communities(National Institute of Education (Singapore), 2019)
; ; 252 276 - PublicationRestrictedDevelopment and use of a web-based Collaborative Video Annotation and Analytics Environment to enhance blended teacher professional development (CoVAAPD) in physical education(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; The Collaborative Video Annotation and Analytics Environment for Teacher Professional Development (CoVAAPD) project is a collaboration between National Institute of Education, Physical Education and Sports Teacher Academy (PESTA), and Educational Technology Division (ETD), Ministry of Education (MOE), to develop, implement and evaluate a web-based collaborative video annotation and analytics environment to enhance blended teacher professional development (PD) in Physical Education (PE). CoVAAPD was based on a prior evidence-based ICT innovation, an NRF-funded eduLab project, CoVAA, where teachers were involved in experimenting with the use of video annotation tools to improve learning and teaching in secondary schools. CoVAAPD leverages and augments CoVAA with substantial customisation for teacher PD.
Typically, PE teachers engage in face-to-face discussions about lesson design and enactment with MOE officers from PESTA. Even more infrequent is the involvement of other PE teachers due to the inability to meet because of their hectic schedules. CoVAAPD expands opportunities to enrich the interaction and discourse, enabling collaborative blended professional learning for the PE teacher community. Teachers can learn from each other, and dialogue anywhere and anytime from posted video resources (e.g., of a teacher’s lesson). Teachers can make time-point based annotations, and within their professional learning community, share annotations, review peer annotations, and view/receive mentor feedback. Additionally, mentors can embed purposefully designed pedagogical scaffolds/tags to engage teachers in richer practitioner dialogue and social knowledge construction to refine and improve their design and enactment of PE lessons. Powerful learning analytics modules (based on pre-specified pedagogical tags) are integrated to enable teachers and mentors to continuously monitor professional learning progress to enhance and augment face-to-face lesson observation feedback and practitioner reflection activities.
27 29 - PublicationOpen AccessInnovating Pedagogy 2016: Open University Innovation Report 5(Institute of Educational Technology, The Open University, 2016)
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